Among the teachers, teacher leaders, and administrators who chose to participate in the study, there was a ubiquitous desire for excellence in all facets of teaching, learning, and leading. Five key and often intertwined themes emerged:
The need for credibility, clarity, transparency, and trust
The desire to be proactive rather than reactive
The desire for shared leadership
The need to address burn-out, turnover, staff morale issues
The need for professional learning for those serving in TLC roles
Current roles and job descriptions needed to be more focused with clearly defined parameters.
When revising existing roles and creating new positions, it was important to recognize that building needs differ—a one-size-fits-all approach would not suffice. There needs to be flexibility for roles to adapt or adjust to current needs. However, it was also recommended that non-negotiables be defined to protect the lanes of TLC work.
Create pathways for regular, open communication with all staff—certified teachers, TLC personnel, and administrators.
Provide more opportunities for leadership for district teachers
Ensure that our TLC program is focused on roles that support student and teacher learning and well-being with an emphasis on roles that spend time in the classroom.
Provide appropriate professional learning to TLC teachers.